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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Select a category below to narrow the list of publications about out-of-school time. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.
While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.
Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.
How do families spend time supporting their children’s informal and formal learning beyond the school day and across settings? Find out how educators and institutions are helping families promote their children’s learning experiences anytime, in school and beyond.
Engagement in afterschool programming is one way to keep middle and high school youth engaged in their education. Learn about how the Everett Boys & Girls Club located just outside of Boston, uses intentional informality to keep students coming back and wanting more.
Ellen Lettvin from the U.S. Department of Education highlights how the 21st Century Community Learning Centers program is collaborating with various federal agencies to bring STEM into out-of-school time learning.
Public Library Association (PLA) president Felton Thomas Jr. writes about the importance of public libraries in engaging families, and how PLA and Harvard Family Research Project have begun a journey together to support libraries in this work.
Samantha Grant, a program evaluator at the University of Minnesota Extension Center for Youth Development, and a parent, offers guidance to families looking to make good decisions about their children’s out-of-school time activities.
This brief provides examples of year-round learning programs along with recommendations for policymakers looking for ways to increase youth engagement in learning,
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
These three site-based profiles provide a snapshot of school–community partnerships in action and illustrate how diverse programs and models take advantage of these five core strategies to effectively build and sustain partnerships for learning.
This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
Three experts reflect on their work in engaging families in a digital learning environment. We asked them to address the question, How can institutions offer relevant and useful guidance to parents and families about scaffolding their children’s digital media use?
This Fact Sheet summarizes findings and implications from HFRP's recently completed Study of Predictors of Participation in OST Activities. With funding from the W.T. Grant Foundation, we examined the child, family, school, and neighborhood predictors of children's participation in OST activities, paying special attention to disadvantaged youth.
Creative anywhere, anytime learning experiences take center stage at Imajine That Museum and Educational Play Space, where families bring their children to play, socialize, and learn together as a family. Read this exciting Q and A with Susan Leger Ferraro and Fran Hurley, about how Imajine That provides an array of innovative learning opportunities to enthusiastic families.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
To honor Dr. Martin Luther King, Jr.’s vision of freedom and justice, we highlight key messages from our contributors about transforming family engagement to promote educational equity.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through HFRP and PLA’s national survey of family engagement in public libraries—– the results of which are presented here.
This new report from HFRP is aimed to help out-of-school time (OST) program leaders, decision-makers, and funders to understand and implement effective OST–school partnerships for learning.
An annotated bibliography of evaluations, reports, and case studies of school–OST program partnerships.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
In this course we will consider the social and cultural contexts which shape developmental and educational processes. The primary focus will be on understanding the nature of contemporary social problems including racism, sexism, ethnic prejudice, social class oppression, and ability discrimination as they affect children, families, and schooling. Emphasis will be given to the special role of education in linking community resources for an integrated approach to addressing problems in children's lives.